CHAPTER IV: FINDING AND DISCUSSION
B. Research Discussion
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burdening feeling. That is the reason why using learning media is the impoertant thing to make students‟ not feel bored in teaching-learning process.
B.
Research DiscussionThe researcher presents those findings by reflecting on some theories related to each problem that are the teacher assessment and the students‟ perception. In this section, for the first the researcher discusses the teacher assessment to assess students‟ poster presentation. The next, the researcher discusses students‟ perception toward the implementation of poster presentation as a teacher assessment. Then the discussion classified based on the research questions as follow:
1. Teacher Assessment to Students’ English Poster Presentation
Teacher assesses students‟ english poster presentation conduct to know the students‟ ability in making some English learning media. Teacher assesses and giving score to measure students‟
understanding about English lesson. Assessment based on J. Michael O‟Malley and Lorraine Valdez Pierce is a systematic approach to collecting information on students learning or performance, usually based on a various source of evidence. 69 Given the students‟ role in assessment, what then is the teacher role, the teacher role in authentic assessment of students if multifaceted. The teacher models approach to learning and assessment, facilitates students‟ self-assessment, and manages the evidence of learning.70 The teacher provides guidance and support to students as they generate and apply evaluation criteria, reflect on the students learning, set goals and organize sample of the
69J. Michael O‟Malley, Lorraine Valdez Pierce, Authentic Assessment for English Language Learners: Practical Approaches for Teachers (Longman, 1996) page 237.
70J. Michael O‟Malley, Lorraine Valdez Pierce, Authentic Assessment for English Language Learners: Practical Approaches for Teachers (Longman, 1996) page 42.
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students work in the students‟ portfolios. To help the students focus on goals, the teacher comments should be brief and address specific work samples. Comments should include both strengths and weakness in the students‟ work.
Teacher assessment can also take anecdotal records, checklist of students‟ performance, rating scales, and conferences. 71 As stated in the background of the study, assessment is the main thing to know how the students understand about teacher explanation in the teaching and learning process. Assessment is the first thing for the teachers to consider when the teacher want to classify the students‟ ability. Furthermore, in the Language Research Bulletin, 23, ICU, Tokyo stated that decision to have learners design and give oral presentations was strongly influenced by considerations of authenticity and backwash.72 The decision to have students present using posters was based on two main factors. Firstly, having a visual aid provided support for both the speakers and listeners during the activity, thus reducing stress. In addition, the process of designing and creating a poster gave a collaborative focus to the task, facilitating a group dynamic while also catering for different learning styles. Assessment took place in collaboration with the learners themselves, through an element of peer evaluation, and the posters were evaluated in this way.73 From the observation result, the finding showed that the teacher assessment to assess students‟ poster presentation could discussed in the two categories. The first is the instruction of the teacher assessment to assess students‟ poster presentation and the second is the
71J. Michael O‟Malley, Lorraine Valdez Pierce, Authentic Assessment for English Language Learners: Practical Approaches for Teachers (Longman, 1996) page 43.
72 Language Research Bulletin, 23, ICU, Tokyo, page 2.
73 Language Research Bulletin, 23, ICU, Tokyo, page 3.
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teacher assessment-scoring rubric used to assess students‟ poster presentation.
a. Instruction of the teacher assessment to student‟s english poster presentation 1. Using poster as a student‟s learning
media in the teaching and learning process
In the result of the fourth meeting times observation, when the teacher asks to the students to make a poster assignment the students very enthusiasm because the teacher know that the students like to decorate in drawing something.
When the students make a poster in a group the students talk each other what want the students do for the students‟ poster assignment. Based on the journal with the title the role of posters in teacher education programs by justina o. osa and linda r. musser in Pennsylvania State University. 74 Most posters are attractive but not all are effective teaching tools. A poster that promotes learning have some or all of the following characteristics. The learning poster will motive and inspire students to learn, stimulate interest in the topic ffectively illustrate a concept or skill, give the teacher guidance on how to use the poster, provide reproducible for students use, provide directions for hands-on activities, provide suggestions for additional
74Justina O. Osa and Linda R. Musser, “The Role of Posters in Teacher Education Programs”.Education Libraries Volume 27, No. 1 Summer 2004, page 17.
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instructional activities.
In addition to these criteria, the poster itself should be welldesigned, wellorganized, legible, and attractive. The best learning posters present concepts succinctly, grabbing and retaining students‟ attention and interest.
2. Poster presentation being a student‟s interesting
In the finding, the researcher found that poster presentation being a student‟s interesting because using poster media can be adds more knowledge for the students. According to Siti Rahma in the thesis with the title the effectiveness of poster presentation in teaching speaking to the seventh graders of MTs NW Ketangga in the school year 2013-2014.75 The poster presentation is a dynamic communication tool evolving over the past four decades, as a means to accommodate the increasing number of researchers, especially graduate students, seeking a means for scholarly presentations of their research (Fred Stoss; University at Buffalo Libraries). Poster presentation is a simple media in which it is easy to be used, understood, and comprehended.
Poster presentation is an interesting media in teaching speaking. Poster
75 Siti Rahma, “the effectiveness of poster presentation in teaching speaking to the seventh graders of MTs nw ketangga in the school year 3013-2014”, STKIP HAMZANWADI SELONG, 2014, page 15.
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presentation in this research is a poster with interesting color and pictures.
b. Teacher assessment scoring rubric used to student‟s english poster presentation
The teacher using two scoring rubric, the first is the poster assessment scoring rubric and the second is the poster presentation assessment rubric.
Teacher assess students‟ poster assessment to know the logical structure, the use of sitable fonts and illustrations, the use of grammar, spelling and language and the last is effective communication of research.In the poster assessment teacher assess students‟ using the good scoring rubric not only give the score with what the teacher want.The teacher using the poster presentation assessment scoring rubric to know : the presence, the knowledge of work presented, the ability to answer question and flexibility in presenting, and the overall communication.Rubrics being a teachers‟ need in assessing students performance. 76 Direct, systematic observation and rating of students„
performance of an educational objective, often an ongoing observation over a period of time and typically involving the creation of products. The assessment may be a continuing interaction between the teacher and the studentand should ideally be part of the learning process.
The assessment should be a real-world performance with relevance to the
76 Dr.V.M.Muthukumar (terakhir) et al., “ASSESSMENT FOR LEARNING. page 109”.
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students' community. In the students group the teacher not only assess student‟s assessment group but also students individual.
2. Students’ Perception Toward the Implementation of Poster Presentation as a Teacher Assessment
Students‟ perception toward the implementation of poster presentation as a teacher assessment are a good way. It means the students accepted the way teacher implement the poster presentation as a teacher assessment in the classroom very well. In a small group, students can have more opportunities to involve themselves in face-to face interaction, share group responsibilities, and enhance their co-operative relationships.77 The implementation of poster can be making a lot of perception by the students.
There are the students who very enjoy the process of poster assessment start from making poster process until presenting the poster but there are students who does not enjoy with this poster implementation. Perception based on Simon Haykin is the sensory analysis of incoming streams of stimuli, aimed at learning the underlying physical attributes that characterize the environment in an on-line manner. So, knowing the students‟ perception toward the implementation of poster presentation is has benefit for both the teacher and the students. After the data displayed, the result of the data need to analyzed to know the intensity and quality the overall of students‟ perception. As the first step, the data from the item 1 until item 15 summarized in the one conclusion. Here the result of the recapitulation, based on the data that are display
77 Huang and Hu, “Teachers‟ and Students‟ Perceptions of Classroom Activities Commonly Used in English Speaking Classes”, p. 87.
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from the item 1 until item 15, it describes the result of questionnaire about students‟ perception toward the implementation of poster presentation as a teacher assessment. The calculation we can see that the “Yes” answer is more dominant than the “No” answer. According to the result we can conclude that the students perception toward the implementation of poster presentation as a teacher assessmentis generally good, because the result of the yes answer is 69.96% and it include in 61%-80% range.
Nahum stated generally good perception means, that the students accept the way the teacher implements the poster presentation as the teacher assessment very well. Learner perception for activities in classroom has been associated with motivational factors, which influence learners‟ choices, engagement in action, effort, and persistence.78 In line with Maria, positive perceptions toward teaching activities bring positive behavior and attitude to have a high motivation in learning.79 Moreover, the students‟
perception can be measure of how well the implementation poster as a learning media, that is make the result of the students perception is generally good because the implementation of the poster presentation conduct very well. When the teacher asks about the students‟ perception, the students‟ get more chance to express the students want.
78 Nahum, “Discovering Students‟ Preference for Classroom Activity”, page. 52.
79 Silvestra Maria Indrat Yessy Adipranata, “Students‟ Perception on The Use of Role Play Technique in Speaking Class in The English Education Study Program of Sanata Dharma University” (Yogyakarta: Sanata Dharma University, 2009), page 3.
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Based on the discussion above, the researcher can conclude that the teacher assessment to assess student‟s poster presentation in SMP Al Azhar menganti Gresik is very well to conduct and it is reflected by the students‟ perception toward the implementation of poster presentation as a teacher assessment. Selecting poster as a learning media adds more students‟ enthusiasm in learning English lesson. Because using poster the students can concentrate the students‟ creativity and make the students‟ not feel bored to learn English material.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter discusses about the conclusion of this study related to the analysis of teachers assessment to students poster presentation and students‟ perception about the implementation of poster presentation. This chapter also contains of the suggestions related of this study for the English teachers, the students‟ and the next researchers.
A. Conclusion
The result of the research is the teacher assessment to assess students‟ poster presentation and the students‟
perception towards the implementation of poster presentation at SMP Al Azhar Menganti Gresik. The conclusion of the research could explain as follow:
1. Teacher Assessment to Students’ English Poster Presentation
Based on the classroom observation and document analysis results, the teacher used english poster presentation for being the teacher assessment to get the students‟ score using scoring rubric. The scoring rubric that the teacher used is the poster assessment and poster presentation assessment.
In the observation, the researcher found on the first meeting, teacher did not start to assess students. The way of teacher to assess students can conclude as performance assessment. On the second meeting, teacher only sees students‟ progress in poster making process. The way of the teacher assesses students‟ product can be concluded as authentic assessment. On the third meeting, the researcher found in earlier time that students still finished the poster assignment. The way of the teacher assesses students can be concluded as authentic assessment. On the fourth meeting, the researcher found the teacher assesses the students result by scoring rubric. After that, the teacher gives questionnaires to the students. The way of teacher did the stages can be concluding as authentic assessment.
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2. Students’ Perception Toward the Implementation of Poster Presentation as a Teacher Assessment
The students‟ perception toward the implementation of poster presentation as a teacher assessment are a good way.
It means the students accepted the way teacher implement the poster presentation as a teacher assessment in the classroom very well, because using poster students can be more creative in decorating the poster paper, when the students using poster as a learning media the students‟
being more active, and the students also can get more experience in learning English material. Then the students‟
not feeling bored when the students learn about English lesson.
B. Suggestion
After conducting this study related to the teacher assessment to assess students‟ poster presntation, the researcher gives the significant suggestions that stated as follow:
1. For the Teacher
Based on the result of this study, it is known that the students are interested with the poster presentation assessment because the students‟ making the students‟ own poster by the students‟ self in a group. The suggestion for the, the teacher can be adding more directions to make poster presentation more fun.
The teacher using poster as a teacher assessment is the good way, because there is an assessment scoring rubric to assess how the students understanding about the English lesson. The assessment scoring rubric not only can use in the poster assessment but also can be used in the poster presentation assessment.
2. For the Students
Based on the result of this study, the students‟ can be more active, more creative and can understand well about the material using poster as an English learning media.
Using poster, the students be more attractive because the students‟ make the poster by their self, it means the
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students be more understanding well about the material content.
3. For the Next Researcher
The next researcher can develop this study then can be used as a consideration for the next researcher who wants to conduct the research about the teacher assessment to assess students‟ poster presentation. The next researcher can investigate the difficulty or challenge when the students‟
using poster presentation as an English learning media. I hope that this research can be useful for the next researcher study.
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